Kerangka Konseptual Bagi Pengukuran Tahap Kemahiran Proses Matematik Murid [A Conceptual Framework to Measure the Students' Level of Mathematical Process Skills]

This study aims to design and develop an instrument to measure the level of students' mathematical process skills. The mathematical process supports effective and thoughtful mathematical learning. Lack of application of mathematical processes can affect students' performance in mathematics in a broader context. The dimensions of the mathematical process, namely connection, representation, communication, reasoning and problem solving are measured to understand how students process mathematical knowledge and translated into applications to solve problems. This paper details the literature references related to cognitive development theory, constructivist and reflective learning theory as well as Kolb’s reflective learning model. Theories of cognitive development and learning form the basis of the mathematical process rubric’s criteria construction. While Kolb’s reflective learning model was adapted in a sample of problem-solving and reflective writing task that were constructed to give students the opportunity to demonstrate their mathematical process skills. Students' responses on tasks will be assessed by a group of raters based on the developed rubric. The facets or variables that contribute to the measurement are also detailed as student ability, item difficulty, rater severity and scale functionality and analyzed using the many-facet Rasch model (MFRM) to improve the validity of the measurement process. Thus, this paper is expected to contribute to the research literature from the aspect of development and validation of instruments for measuring students' mathematical process skills. The collection of data from a variety of sources such as theories, models, and findings of previous studies will suggest a conceptual framework that forms the basis of the construction of the rubric and task produced.